Showing papers on "Cultural heritage published in 1971"

Cultural Adaptation, Kinship, and Descent in Madagascar

Abstract: Socio-cultural differences and similarities in form and function encountered among 18 contemporary Malagasy ethnic units are viewed from the perspective of a model of cultural adaptive radiation. Certain similarities are homologies derived from a common Proto-Malagasy cultural heritage. Others exist because of pan-Malagasy diffusion. Still other similarities are uniformities produced by political consolidation and the territorial expansion of indigenous Malagasy states. Finally, certain socio-cultural similarities are adaptive analogies which have resulted from the parallel interplay of variables included within local and regional ecosystems. Malagasy ethnic units are classified into six cultural adaptive types based on ecological features. Variation in principles of descent and kinship calculation is related to cultural adaptive type and to more specific ecological and economic factors. Some suggestions for future research in Madagascar are made.

The Changing Emphasis in the Educational Process.

Abstract: The process of education is normally regarded as involving the transmission of the cultural heritage, the development of individual identity, and socialization. Jerome S. Bruner has suggested that the transmission of basic skills is prominent in the process, but there appears to be little difficulty in assuming that this is a further elaboration upon the concept of cultural heritage, inasmuch as a definition of culture included ideas, instruments, and skills.1 Schooling has traditionally been differentiated from education, although closely related. Education represents the broader of the two, comprising what occurs in the school, home, community, etc., all that takes place in experience; schooling is generally portrayed as society's formal attempt to educate. In contemporary common parlance there is a tendency to equate the two as a consequence of their proximity, but one should keep in mind that differences between them exist. Obviously, one's convictions about schooling will indicate certain notions relative to education and vice-versa.2